Chapter 3.

Making Schools Inclusive

Name: Rain Raven B. Labanza Date: 04-01-23

Section/Day/Time: 11-1C MTH 10:30-12:00 a.m.

Review
1. What is the difference between mainstreaming and inclusion? Answer in terms of
philosophy, teaching practices, services available, and student placement.
In order to promote their social and intellectual development, children with
IEPs (Individualized Education Program) We can say that both "mainstreaming"
and "inclusion" are different from each other. In mainstreaming, despite course
and assessment adaptations, these students are expected to learn the same
subject as the rest of the class. The students are also expected to show
improvement in their social skills and improvement in their academic
performance. For example, if the class is reading about the states, names, and
capitals of the United States, a child in the mainstream is simply required to
memorize the names of the states and the capital of the state where he is living.
A mainstreamed child only has the teacher for assistance in the classroom. They
receive assistance in the form of course adjustments. For instance, a dyslexic
student who struggles with reading or writing might occasionally receive
specialized reading lessons. They are given simpler reading assignments and
simplified writing prompts.
Meanwhile, Inclusion refers to the students who attend class but they are
not expected to learn the same material as the rest of the class. The
development of their social skills is prioritized over their academic performance.
They have their own Individualized material, and they are not expected to
improve in line with the rest of the class. They are essentially "included" in the
class so that they can learn and socialize with those who are similar to them in
age. For example, if the class is reading about U.S. states, their names and
capitals, the inclusion child is expected to learn only the name of his own state
and capital of the country. Children that are included may not always have
disabilities. Also, they are "gifted students" who achieve at a higher level than
their peers and pupils who speak the language used in the classroom as a
second language. In inclusion classrooms, a team is there to support the
students. Tips on how to assist the child with special needs are provided to the
usual teacher. The teacher can better grasp the needs of the student with the aid
of specialists like speech therapists and physical therapists. It is advised that the
teacher understand how to use the tools and technology that help a child with
special needs.
 2. What is differentiation? How different are accommodations from modifications?
When should we accommodate and when do we modify?
Differentiation is planned curriculum that takes into account the individual needs
or interests of the child and focus on how a child will demonstrate learning.
Where accommodation is about how instruction is delivered. In other words,
accommodations provide access to curriculum for students with varying abilities.
examples of accommodations are sign language interpreters, oral responses in
lieu of written, access to a scribe or someone to read texts to the student, large
print material, etc. While, modification is about what a child will learn, examples
of modifications can include: rewording in simpler language, allowing outlining
instead of writing essays, modified grades based on the goals, access to audio
books or videos.

3. Explain the process of UDL.

Universal design for learning (UDL) is achieved by means of flexible curricular
materials and activities that provide alternatives for students with differing
abilities. These alternatives are built into the instructional design and operating
systems of educational materials-they are not added on after-the-fact.
The Center for Applied Special Technology (CAST) created a set of three
principles with roots in cognitive neuroscience to underpin practices and
curriculum for teaching and learning. The UDL principles are listed below.

Principle Example of Practice that Applies the

Principles
UDL 1. Multiple means of engagement Courses. Multiple examples ensure
• Multiple means of engagement. For relevance to a diverse student group.
purposeful, motivated learners, stimulate
interest and motivation for learning. UDL
guidelines under this principle promote the
development of curriculum and instruction
that includes options for perception;
language, expressions, and symbolism;
and comprehension.
UDL 2. Multiple means of representation Promote services. Multiple forms of
• Multiple means of representation. For accessibly designed media are used to
resourceful, knowledgeable learners, communicate services provided.
present information and content in different
ways. UDL guidelines under this principle
promote the development of curriculum
and instruction that includes options for
physical action, expressive skills and
fluency, and executive functions.
UDL3. Multiple means of action and Course project. An assigned project
expression optimizes individual choice and autonomy.
• Multiple means of action and expression.
For strategic, goal-directed learners,
differentiate the ways that students can
express what they know. UDL guidelines
under this principle promote the
development of curriculum and instruction
that includes options for recruiting interest,
sustaining effort and persistence, and self-
regulation.

4. Explain differentiation.
According to Carol Ann Tomlinson, “Differentiation means tailoring instruction to
meet individual needs.” When teachers provide differentiated opportunities, they
are taking into account the student. For example, our Science and Technology
professor wants the 1st Year BSED-ENGLISH to understand the impact and
importance of the Science and Technology evolution History and it's connection
to this present day. So students creates PowerPoint presentation, Infographics
and miniature. Differentiation uses whole group, small group, and individual
challenges designed around content to meet the needs of learners, whether
intellectually disabled, talented, or in-between. , encourages voice and choice
about how learning takes place. Promotes intrinsic motivation that helps make
learning applicable and promotes deeper learning. 

Reflect

1. UDL is a classroom practice that ensures the participation and achievement of all
types of learners and where the teacher assumes diversity and uniqueness for all
students in the classroom. Given this, create a plan for UDL.

I am a Grade 2 math teacher, who teach subtraction. My class is composed of 35

students. Of the 35, one has an official diagnosis of ADHD and I suspect that another
might have a math learning disability. So here's my plan using UDL to ensure the
participation and achievement of all my learners.
Principle Plan using UDL (Universal Design for
Learning)
UDL 1. Multiple means of engagement
UDL 2. Multiple means of representation
Incorporate personal interests into
projects, assignment or every lessons.
• Simple but effective way to sustain
student engagement is to integrate a
student’s personal interests and talents
into their learning during classroom
instruction, homework, and/or large
projects. As their teacher, I need to be
observant to their interest and behavior to
catch their attention to ensure they
absorbed our lessons. I'll try to Figure out
how to include these interests in my
teaching. If they are fans of a specific
movie, TV show, book or comic, have
students practice their analytical skills on
their favorites.
Incorporated the real world in your
classroom lesson.
As for math, using basic mathematics like
angles, measurements, data and other
concepts to incorporate to real world, so
that we make math applicable to the real
world. Example, when teaching used real
life events as example or connect it to your
lessons like teaching subtraction, and can
also used physical by this students will
understand how's the relevance of this
topic to their life.
ACTIVE LESSON
• Using hanging blank posters around the
room and having students move from wall
to wall, adding answers and other
information with markers. As a Math
teacher, I can design kinesthetic activities
to complement the procedures and
algorithms. For example, I can ask my
students to stretch masking tape on hard
floors to practice perimeter and area.
• Active lessons can also incorporate
technology. If students have access to
class computers, they can create shared
 docs like Google Jamboard to post
questions or comments during lessons or
at designated times. Based on my
research and observation, students with
ADHD are usually skilled with computer
apps, and giving them this opportunity
works with their strengths.
UDL 3. Multiple means of action and Give options for expression.
expression
• Flexibility benefits all assignments.
Speech-to-text options, for example, can
help students who struggle with writing to
increase their written expression. I’ve seen
students who’ve produced only minimal
writing with pencils increase their output
when given tablets with voice recognition
enabled.Encourage students to use their
talents and creativity to show what they’ve
learned. A student with drawing talent
could sketch out a poster representing the
Bill of Rights. Another might want to write
a song explaining the water cycle.
Students may display more
comprehension while recording a podcast
about “The Odyssey” than while taking a
test on it.

Build in executive function support.

• This Executive function interventions plan

are reserved for student with ADHD and
learning differences including the one I
suspected who might have math learning
disability, but these supports can be built
into lessons, projects, and daily routines to
benefit the entire class. For large projects,
This plan provide students with step charts
so they can track each phase —from
brainstorming to outlining to writing to
preparing supplemental resources — on
the way to project completion. Incorporate
calendars to help build planning and time
management skills. These tools and
strategies ultimately teach students how to
 break down tasks into incremental steps.

2. Think about your current school and the extent to which it uses inclusive practices.
Using Booths and Ainscow's (2002) three dimensions--creating inclusive cultures,
evolving inclusive practices, and producing inclusive policies list down your school's
current practices that support inclusive education.

Mindanao State University System is the only university in the Philippines with a special
mandate of integrating the cultural communities, specially the Muslims into the
mainstream of the nation's socio-cultural and political life by providing them with
opportunities for quality and relevant public education for their self development.

• Uses Universal Design for Learning (UDL) in Lesson plan and in classroom teaching
engagement.

• Student-Centered Approach

• Differentiated instruction

• Cooperative learning & Group activities

• Accommodates Learners With Disabilities (LWD) e.g. Mr. Nelson Casipe Jr. 1st Year
BEED ELGEN D. Who's a person with disability, due to his poliomyelitis condition he
uses his own electric bike. - THE PAPYRUS

Practice

Making sure to follow the UDL framework, create a semi-detailed lesson plan good for a
day of that particular week for a subject and topic of your choice in the Junior High
School level.

Semi-Detailed Lesson Plan in English Grade 9

I. Objectives
• Tell what an adverb is

• Enumerate the categories of adverbs and give examples for each category

• Use adverbs correctly in a sentence.

II. Subject Matter

Topic: Adverbs

Reference/s: Learner’s Material English Grade-9, pp126-127, www.grammar.yourdictionary.com.for

teachers/adverbs

Materials: Laptop, TV, PowerPoint presentation.

Topic: Adverbs are words that modify a verb, adjectives or another adverb. Categories of Adverbs;
Adverbs of Time answers the question When, adverb of Place- answers the question Where, adverbs of
Manner answers the question how, adverbs of Frequency answers the question How Often, adverbs of
degree answer the question how much.

Methodology: Discussion Method

Strategy: Group/collaboration

Value Integration: Self-confidence

III. Procedure

Preparatory Activity

• Opening prayer

• Checking of Attendance

• Reciting toungue twister

A. Reviewing previous lesson

Teaching Principle 1: English is best learned when students are actively engaged

Learning Principle 3: English is best learned when students are actively engaged
UDL Principle 3. Create and follow classroom rules and routines.

B. Establishing purpose for the lesson.

Teaching Principle 2: English must be real to students and therefore, English teacher must be mindful of
students contexts and when teaching English language and terms.

Learning Principle 2: Using correct grammatical structures with correct representation of adverb in
writing or speaking enable students to respond appropriately to situations, or to initiate change.

UDL Principle 9. Prompts students to present their thoughts in an ordered and classified manner.
Grouping Students to allow sense of belongingness and bond.

UDL Principle 9.

• Preparatory Activities

Motivation

Class, let’s play a game. You will be grouped into

four. I have here jumbled letters. The first group to
arrange the jumbled letters into a correct word
wins. You need to post your answer on the board.
Do you have any questions?

No maam.

Very good! Now let’s start.

(The students will post ADVERBS)

C. Presenting examples/instances of the new lesson

Teaching Principle 4: English language structures can never be learn in an instant, rather requires a lot
of work and the right attitude.

Learning Principle 4: For the deep understanding of our lesson for today "Adverb", a lots of examples
and collabotive activities with the use of different tools or media for learning is required.

UDL Principle 7. Display PowerPoint presentation of different examples of adverb words. Display fun
short stories in TV screen and lots of different sentences with adverb in it.

•Lesson Proper Objectives:

Presentation
So class our discussion today will be about
ADVERBS. But before we go to our discussion let’s
read first the objectives for today’s lesson.
Discussion
Very good class! Let’s read what an adverb is.
Very good! Let’s read the first example.
And then another examples.
• Tell what an adverb is
• identify the four categories of adverbs and give
examples for each category
• use adverbs correctly in sentences
Adverbs words that modify a verb, adjectives or
another adverb
e.g. Anita placed the vase carefully on the shelf.
The adverb in the sentence is carefully.
It modifies how the vase is placed on the shelf.
The children are playing outside.
The adverb is outside.
Adverb of time- answers the question “WHEN”.
Example later, yesterday,
The guests arrived yesterday.
Adverb of Place- answers the question “WHERE”.
Example here, everywhere
Daisies grow everywhere.
Adverbs of Manner- answer the question “HOW”.
Example swiftly, slowly
The Lion crawled slowly.
Adverbs of Frequency -answers the question “How
Often”. Example rarely, occasionally
 He is rarely home.

Adverbs of degree answer the question “how

much”. Example farthest, completely

That is farthest I have ever jumped.

IV. Evaluation

Direction: Use correct adverb in each sentence by forming the word inside the parenthesis. Underline
twice the word it modifies or describes. Write your answers on a ½ sheet of paper.

The children run (quick).

The kids are singing (harmony).

She loves him (tender).

Mother screams (angry).

Her husband sleeps (sound).

She eats food (hungry).

The students are taking the test (serious).

The girls dance (graceful).

She exercises (regular).

The child laughs (heavy).

V. For Application: Group Reporting (PPT)

This is intended for the next meeting

Now we will have a group activity. I will give you

list of words and you will categorize the words into
the types or categories of adverbs. Then you will
choose two words for each category and use it in a
sentence. Each group will be given a preparation An adverb is a word that modifies a verb, adjective
time till we meet again our next class next meeting or another adverb.
to present their assigned topic to the class using
PowerPoint presentation. Then you will choose a
representative to report your answers, also don't
forget to assigned task each members, and choose
your leader. I will give you ten minutes to work on
your answers. Do you have any question? Ok The types or categories of adverbs are adverb of
none? But if you have further questions you can time, adverb of manner, adverb of frequency,
message me on our Group chat. That's all for adverb of place, adverb of degree.
today. Good bye class!.

(word list:well, badly, nicely, slowly, quietly,

happily, sadly, here, home, there, outside, away,
anywhere, around, down, up, very, highly, totally,
perfectly, partially, almost, always, never,
sometimes often, rarely, usually, occasionally,
now, soon, later, tomorrow, early, before, lately)

Before we end this class for today, let's count off

first for your group.